Accommodating Remote Learning Requests

Sometimes, students may ask to take an on-campus course online because of a disability. This page explains how to handle those requests with care and fairness.

Start With a Problem-Solving Mindset

When a student asks for remote learning in a course that’s normally in-person, the first reaction might be to say, “That’s not possible.” But before saying no, it’s important to ask:

“What would it take to make this work?”

We all have a duty to explore possible solutions before saying something can’t be done. If you’re unsure, talk to Student Accessibility Services (SAS) — we may know of ways that worked in other courses.

When On-Campus Learning is Essential

There may be some academic requirements that can only be fulfilled on campus - below are a few examples. It is important that these activities be connected to learning outcomes that are “indispensable” (connected to the very essence of the course).

  • Using lab tools, machines, or special equipment
  • Hands-on learning where safety is involved
  • Learning how to work with people, animals, or instruments
  • Performing art (e.g., music or drama) in front of others
  • Being part of a group discussion that mainly happens in person
  • Observing and measuring a phenomenon, such as what is common in research 
  • Exploring an environment or location as a part of academic inquiry 
  • Discussing highly sensitive personal information  
  • A dynamic learning process of being observed, receiving feedback, and making changes in the moment

If tasks like these are truly necessary for the course, it may not be possible to do it remotely, but we must always try to find a fair solution first.

Instructor Workload and Support

Instructors share the responsibility for providing accessible teaching and learning. Sometimes this means making choices or doing things in a more accessible way, and other times it involves asking for help. The following serve merely as examples:

  • Low effort: Turning on Zoom or MS Teams, or sharing a lecture recording.
  • Medium effort: Learning to use a new software tool.
  • High effort: Editing long video transcripts or re-creating the course online.

For low effort tasks, instructors may need assistance with learning what they need to do. If it’s a bigger job, we can help connect you with other campus support services.

Also, keep in mind the difference between:

  • Providing remote access to your class (like a livestream), and
  • Redesigning your course to work fully online, which takes a lot more time and planning.

Determining Costs and Supports

Sometimes, extra help is needed to make a course accessible.

Here are some important questions to ask:

  • Does someone need to be hired to help the student?
  • Does that person need special training or knowledge (like a TA)?
  • Could a peer helper or assistant be enough?
  • How many hours are needed, and what is the cost?
  • Could the student apply for the Bursary for Students with Disabilities (BSWD)?
  • Is there a more affordable option?
  • Will special equipment or space be needed?

SAS can help explore options and connect the student to funding where possible.

Intellectual Property & Recordings

While instructors have a right to protect their intellectual property, this must be done while also providing accessible course content. Below are a couple of considerations for deciding how this might be achieved.

  • Record your class and share it in a password-protected space (like Teams).
  • If you don’t want to record, consider letting the student watch a live stream.
  • SAS can ask students to sign a confidentiality agreement saying they won’t share your content.

Alternate solutions

If full remote learning isn’t possible, other options might work:

  • Course substitutions: If the student agrees, they might take a similar course.
  • Taking the course later: If things will change in a future semester, this could give time to plan.
  • Taking the course elsewhere: If another school offers the same course online, the student might apply for a Letter of Permission through their program counsellor.
Do not tell a student to transfer schools. This is a big step and should be discussed with their SAS advisor first.

What if a Decision Can’t Be Reached?

If no agreement is made, students must be told how to appeal.

  • Undergrads: Appeal to the department chair, then the Dean.
  • Grad students: Appeal to the graduate program coordinator, then the Dean.

More information is available in the Senate-approved policy on accommodations.

We are obligated to tell students about how to make an appeal when consensus cannot be reached. Additional details can be found in the policy and procedures approved by Senate. In principle, appeals are made to the department chair (undergrads) or graduate program coordinator, then to the Dean or their designate.

Technical Resources

As always, classroom technical support is available by contacting cts@uoguelph.ca or calling extension 52778.